GRAAD 12
NATIONAL
SENIOR CERTIFICATE
GRADE 12
ENGLISH HOME LANGUAGE P1
NOVEMBER 2014
MEMORANDUM
MARKS: 70
This memorandum consists of 9 pages.
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NSC – Memorandum
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NOTE:
•
This marking memorandum is intended as a guide for markers.
•
It is by no means prescriptive or exhaustive.
•
Candidates' responses should be considered on merit.
•
Answers should be assessed holistically and points awarded where
applicable in terms of decisions taken at the standardisation meeting.
•
The memorandum will be discussed before the commencement of marking.
INSTRUCTIONS TO MARKERS
Marking the comprehension:
•
Incorrect spelling in one-word answers should not be marked wrong, unless the
spelling changes the meaning of the word.
•
Because the focus is on understanding, incorrect spelling and language errors in
longer responses should not be penalised unless such errors change the
meaning. Errors must still be indicated.
•
For open-ended questions, no marks should be awarded for YES/NO or
I AGREE/I DISAGREE. The reason/substantiation/motivation is what should be
considered.
•
NO marks should be awarded for TRUE/FALSE or FACT/OPINION. The
reason/substantiation/motivation/quotation is what should be considered.
•
For questions which require quotations from the text, do not penalise candidates
for omitting the quotation marks or for an incorrect spelling within the quotation.
•
When one-word answers are required and the candidate gives a whole sentence,
mark correct provided that the correct word is underlined/highlighted.
•
When two/three facts/points are required and a range is given, mark only the first
two/three.
•
If a candidate uses words from a language other than the one being examined,
disregard those words, and if the answer still makes sense, do not penalise.
However, if a word from another language is used in a text and required in an
answer, this is acceptable.
•
Accept dialectal variations.
•
For multiple-choice questions, accept BOTH the letter corresponding with the
correct answer AND the answer written out in full.
•
NB: The ½ mark must be rounded to the next whole number only in the final
total.
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SECTION A: COMPREHENSION
QUESTION 1: READING FOR MEANING AND UNDERSTANDING
1.1
1.2
1.3
1.4
1.5
The writer involves the reader more personally./He uses 'I' to show that he is
about to present his own views.
The phrase 'now barely disputed' implies that the effect of global warming is
hardly ever debated./It is uncontested science. It is accepted as fact.
[Award 1 mark if reference is made only to the factual element.]
(2)
The writer validates his view that it is easy to be involved in putting measures
in place to save the planet./He believes that every individual, including
himself, should take action./The writer makes this statement to enhance his
image by showing how easy it was to have taken action.
(2)
The word ‘emit’ is normally used to refer to the discharging of (harmful) gases
into the atmosphere. Likewise, the messages sent are doing more harm than
good.
(2)
The writer’s attitude is one of irritation/resentment/indignation/defiance etc. He
is of the opinion that the average person is not convinced of the importance of
making a contribution to the fight against pollution. The common man's lack of
concern arises from the indifference of prominent companies to saving the
planet.
[Award 1 mark for the writer’s attitude.]
[Award 2 marks for discussion; the ½ mark may be awarded in this part of the
response.]
[Accept cogent alternative responses.]
1.6
(2)
(3)
Agree.
The government’s role is not clear. They have not taken ownership of the
problem and their interventions are often ineffective.
OR
Disagree.
Accept relevant cogent responses. For example, candidates could argue that
governments have addressed the matter of climate change, but individuals
and companies have not bought into the initiatives.
[Credit cogent alternative responses.]
1.7
(3)
The writer uses emotive words to reinforce the gravity of climate change.
Words/phrases such as 'frightening' and 'irreversible calamity' evoke a sense
of horror at the imminent destruction of the earth. The metaphor 'sky-choking'
further emphasises the devastating impact of pollution. The diction effectively
captures a sense of impending doom.
[Award full marks only if the candidate provides a critical evaluation.]
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The reference to Socrates, a source of wisdom, in the opening and closing
sentences, creates a sense of cohesion. The opening sentence poses the
timeless question about man's reluctance to do the right thing. Having given
ample evidence that man requires rewards for his efforts, the writer concludes
by answering the initial question with an emphatic response.
[Award no more than 1 mark for reference to Socrates as a wise man.]
[Award full marks only if reference is made to both the opening and closing
sentences.]
(3)
1.9
C – Alarm
(1)
1.10
The alarming statistics lend validity to the view that climate change is a critical
issue.
(2)
1.11
The broken egg symbolises the fragility of the earth. The heat of the frying
pan is associated with global warming. The hand that cracks the egg
symbolises man’s role in global warming. Once the egg is cracked, it cannot
be restored to its original form; similarly, the earth cannot be rejuvenated once
it is destroyed by global warming.
[Award 1 mark for each of the three points.]
[Award 1 ½ marks for any one point, well developed.]
[Award 3 marks for any two points, well developed.]
1.12
(3)
TEXT A
The style is logical, concise and cohesive, but includes an emotive appeal
when the writer points out the consequences of global warming. The writer
has modelled the desired behaviour, which further encourages the reader to
take action.
TEXT B
The text contains a blend of emotive language and factual evidence that
confronts the reader with the destructive effects of global warming. The
striking symbolism of the image speaks more loudly than words. The use of
the superlative degree in the text emphasises the fact that global warming is
an urgent issue facing mankind.
[Award full marks only if the candidate makes reference to both TEXT A and
TEXT B.]
[The ½ mark may be awarded.]
(4)
TOTAL SECTION A:
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SECTION B: SUMMARY
QUESTION 2: SUMMARISING IN YOUR OWN WORDS
Use the following main points that the candidate should include in the summary as a
guideline.
Any 7 valid points are to be credited in paragraph or point form.
NB: Sentences and/or sentence fragments must be coherent.
1
2
3
4
5
6
7
8
9
10
QUOTATIONS
technology should be viewed as
an enhancer, and never a
replacement
teachers are still needed to adapt
their lessons to learners' needs
it requires a person to appreciate
another person's unique
characteristics
...provide more comprehensive
feedback to students.../...talk to
the student afterwards
only a teacher … can properly
mark a written essay
humans actively seek human
contact
Children enjoy positive
engagement with an
adult...encouragement of
someone./...the kind of input that
makes all the difference when it
comes to motivating a child.
teachers … impart soft skills such
as respect communication,
socialisation, interactive abilities
and conflict resolution
teachers … show children how to
use [computers] to make their
lives easier
Computers cannot be passionate.
1
2
3
OWN WORDS / POINTS
Technology improves/enables good
teaching, but cannot substitute the
teacher.
Teachers are able to tailor their
lessons to meet their learners' needs.
Teachers appreciate and accept
learners' diversity.
4
Teachers are better able to provide
constructive feedback.
5
Only a teacher can assess an essay and
provide feedback./Computers cannot
assess creativity.
We need human interaction.
6
7
Computers cannot provide motivation as a
human can.
8
Teachers inculcate values,
attitudes and inter-personal skills in
learners.
9
Teachers show learners how
technology can facilitate their lives.
10
A human being adds an affective element.
PARAGRAPH-FORM
NOTE: What follows is merely an example. It is not prescriptive and must be used very
carefully.
Competent teachers use technology effectively to ensure good teaching. They accept and
appreciate the diversity of their learners and adapt their lessons accordingly. Moreover,
they are able to provide feedback after assessing a piece of work. Because teaching
involves human interaction, values and attitudes are inculcated by teachers. Technology
merely facilitates learners’ lives.
(53 words)
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Marking the summary:
The summary should be marked as follows:
•
Mark allocation:
o 7 marks for seven points (1 mark per main point)
o 3 marks for language
o Total marks: 10
•
Distribution of language marks when candidate has NOT quoted verbatim:
o 1–3 points correct: award 1 mark
o 4–5 points correct: award 2 marks
o 6–7 points correct: award 3 marks
•
Distribution of language marks when candidate has quoted verbatim:
o 6–7 quotations: award no language mark
o 1–5 quotations: award 1 language mark
NOTE:
• Format:
Even if the summary is presented in the incorrect format, it must be assessed.
•
Word Count:
o
Do not deduct any marks if the candidate fails to indicate the number of
words used or if the number of words used is indicated incorrectly.
o
If the word limit is exceeded, read up to a maximum of five words above the
stipulated upper limit and ignore the rest of the summary.
o
Summaries that are short but contain all the required main points should not
be penalised.
TOTAL SECTION B:
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SECTION C: LANGUAGE IN CONTEXT
Marking SECTION C:
•
•
•
Spelling:
o One-word answers must be marked correct even if the spelling is
incorrect, unless the error changes the meaning of the word.
o In full-sentence answers, incorrect spelling should be penalised if the
error is in the language structure being tested.
o Where an abbreviation is tested, the answer must be punctuated
correctly.
Sentence structures must be grammatically correct and given in full sentences/as
per instruction.
For multiple-choice questions, accept BOTH the letter corresponding to the
correct answer AND/OR the answer written out in full as correct.
QUESTION 3: ANALYSING ADVERTISING
3.1
3.2
3.3
The advertiser gives the jacket the attributes of energy/motion/athleticism.
These qualities make the jacket appealing to the target market/people who
like clothing which is associated with outdoor adventures.
[Award full marks only if reference is made to both motion/energy/athleticism
and intention.]
(2)
Taking twenty years to develop a product suggests that it has been made with
great care/that it is superior./It shows that the company has invested time and
resources to manufacture a jacket of outstanding quality.
(2)
The advertiser contrasts heaviness and lightness. The word 'heavy' is
depicted as being composed of feathers, signifying the lightweight quality of
the product. Wordplay on the idiom 'light as a feather' draws attention to the
denial of the standard notion that a jacket is heavy.
[Award 2 marks for a well developed point and 1 mark for the second point.]
[Award full marks only if reference is made to both image and words.]
3.4
(3)
Yes.
The style is narrative. The anecdotal statements are meant to engage the
reader. The use of informal language, e.g. 'haul their stuff', appeals to a wide
target market. The dialogue creates a conversational tone. The advertiser
blends casual expressions with sophisticated language to appeal to upmarket
clients as well.
OR
No.
(Although an unlikely response, assess on merit.)
[Credit cogent alternative/mixed responses.]
[Award full marks only for a discussion of any two examples of style.]
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QUESTION 4: UNDERSTANDING OTHER ASPECTS OF THE MEDIA
4.1
In frames 1/4/7, Dilbert’s hands are folded in front of him. However, in frame 2
he has unfolded his arms/in frame 6 his arms are outstretched/in frame 8, his
arms are at his side/he is seated.
[Credit interpretations of Dilbert’s body language.]
[Candidates do not have to identify the frames in their responses.]
(2)
4.2
Dilbert uses ‘genius’ to manipulate his boss,
arrogantly/pompously applies the term to himself.
whereas
the
boss
[Credit responses that state that Dilbert thinks that his idea is smart, whereas
the boss thinks that he is smart.]
[Credit reference to the tense and how it relates to the intentions of the
characters.]
4.3
(2)
Yes.
The boss's pompous/arrogant stupidity is funny, especially since he has all
the formal authority./Dilbert cleverly manipulates the boss into believing that
his (Dilbert's) ideas were originally thought of by the boss./The word 'bossify'
adds to the humour as it is a silly coinage that mocks the boss./He uses
adjectives 'wise', 'great' and 'genius' to describe his ideas and ascribe them to
the boss – to achieve his goal.
OR
No.
(Although an unlikely response, assess on merit.)
[Credit cogent alternative responses.]
[The ½ mark may be awarded.]
[Award 3 marks for a comprehensive discussion.]
4.4
(3)
The cartoonist satirises the tourists who exploit underdeveloped countries.
The bolded words 'love', 'basic', 'unspoilt', 'cheap' and 'poor' are indicative of
their smugness and ignorance of the plight of the poor. The fact that they
want the country to remain poor is selfish as it benefits only the rich.The
beach seems out of the reach of the local community, since these two tourists
are the only visitors.
[Consider the following points, cogently discussed:
When tourists flock to a place and it becomes popular, locals exploit
tourists./The tone of the second speaker is cynical/he mocks the first
speaker’s view./The characters mock the rich who find poverty attractive.]
[Accept other cogent alternative responses.]
[The ½ mark may be awarded.]
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QUESTION 5: USING LANGUAGE CORRECTLY
5.1
5.2
'a group of people was ironically dancing to the Worst Music of the 'Nineties'/
groups of people were.../... where people were
spinning tracks – playing tracks/records/songs/music
[Assess only the change from ‘spinning’ to ‘playing’]
5.3
(1)
(1)
'Barbie Girl'
[Mark the following correct, even though they are, technically, not punctuation
marks:
Underlining/Bold Print]
(1)
5.4
Error – era
(1)
5.5
I'd like to throw a rock at all of them/at them.
I’d like to throw rocks at them.
(1)
5.6
I can understand longing sentimentally for past times.
OR
I can understand longing sentimentally for times gone by.
(1)
5.7
intellectually
(1)
5.8.1
The children did nothing other than play outside./Action is qualified/modified.
5.8.2
Those who played outside were children and nobody else./Children without
siblings./The noun is qualified/modified.
5.9
D – paradox
(1)
[10]
TOTAL SECTION C:
GRAND TOTAL:
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(2)
30
70